YEARLY LESSON PLAN KSSM FORM 1

SMK TINGGI, KLUANG

1.3 Positive and

negative fractionsM3

1.4 Positive and

negative decimalsM3

1.5 Rational numbers

M4

LEARNING STANDARDSStudents engage in problem solving, communication, reasoning,making connections and make representations when they:1.1.1 Recognise positive and negative numbers based on real-lifesituations.1.1.2 Recognise and describe integers.1.1.3 Represent integers on number lines and make connectionsbetween the values and positions of the integers with respect toother integers on the number line.1.1.4 Compare and arrange integers in order1.2.1 Add and subtract integers using number lines or otherappropriate methods. Hence, make generalisation about additionand subtraction of integers.1.2.2 Multiply and divide integers using various methods. Hencemake generalisation about multiplication and division ofintegers.1.2.3 Perform computations involving combined basic arithmeticoperations of integers by following the order of operations.1.2.4 Describe the laws of arithmetic operations which areIdentity Law, Communicative Law, Associative Law andDistributive Law.1.2.5 Perform efficient computations using the laws of basicarithmetic operations.1.2.6 Solve problems involving integers.1.3.1 Represent positive and negative fractions on number lines.1.3.2 Compare and arrange positive and negative fractions inorder.1.3.3 Perform computations involving combined basic arithmeticoperations of positive and negative fractions by following theorder of operations.1.3.4 Solve problems involving positive and negative fractions.1.4.1 Represent positive and negative decimals on number lines.1.4.2 Compare and arrange positive and negative decimals inorder.1.4.3 Perform computations involving combined basic arithmeticoperations of positive and negative decimals by following theorder of operations.1.4.4 Solve problems involving positive and negative decimals.1.5.1 Recognise and describe rational numbers.1.5.2 Perform computations involving combined basic arithmeticoperations of rational numbers by following the order ofoperations.1.5.3 Solve problems involving rational numbers.

4 Apply appropriate knowledge and skills of rational numbers in the context of simple routine problem solving.5 Apply appropriate knowledge and skills of rational numbers in the context of complex routine problem solving.6 Apply appropriate knowledge and skills of rational numbers in the context of non-routine problem solving.2.1 Factors, prime2.1.1 Determine and list the factors of whole numbers, and hencefactors and Highestmake generalisation about factors.Common Factor (HCF)2.1.2 Determine and list the prime factors of a whole number,and hence express the number in the form of prime factorisation.2.1.3 Explain and determine the common factors of whole2.1.3 Also consider cases involving more than three wholenumbers.numbers.2.1.4 Determine the HCF of two and three whole numbers.2.1.4 Use various methods including repeated division and2.1.5 Solve problems involving HCF.the use of prime factorisation.2.2 Multiples, common2.2.1 Explain and determine the common multiples of whole2.2.1 Also consider cases involving more than three wholemultiples and Lowestnumbers.numbers.Common Multiple2.2.2 Determine the LCM of two and three whole numbers.2.2.2 Use various methods including repeated division and(LCM)2.2.3 Solve problems involving LCMthe use of prime factorisation..PERFORMANCE STANDARDS1 Demonstrate the basic knowledge of prime numbers, factors and multiples.2 Demonstrate the understanding of prime numbers, factors and multiples.3 Apply the understanding of prime numbers, factors and multiples to perform simple tasks involving HCF and LCM.4 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of simple routine problem solving.5 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of complex routine problem solving.6 Apply appropriate knowledge and skills of prime numbers, factors and multiples in the context of non-routine problem solving.3.1 Kuasa dua dan3.1.1 Explain the meaning of squares and perfect squares.3.1.1 Explore the formation of squares using variouspunca kuasa dua3.1.2 Determine whether a number is a perfect square. Perfectmethods including the use of concrete materials.squares are 1, 4, 9, ...3.1.2 Relationship is stated based on the outcome of3.1.3 State the relationship between squares and square roots.exploration.3.1.4 Determine the square of a number with and without using3.1.3 Square roots of a number are in positive and negativetechnological tools.values.3.1.5 Determine the square roots of a number without using3.1.5 Limit to:technological tools.a) perfect squares3.1.6 Determine the square roots of a positive number usingb) fractions when the numerators and denominators aretechnological tools.perfect squares3.1.7 Estimate (i) the square of a number, (ii) the square roots ofc) fractions that can be simplified such that the numeratorsa number.and denominators are perfect squares3.1.8 Make generalisation about multiplication involving:d) decimals that can be written in the form of the squares of(i) square roots of the same numbers,other decimals.(ii) square roots of different numbers.3.1.7 Discuss the ways to improve the estimation until the3.1.9 Pose and solve problems involving squares and squarebest estimation is obtained; whether in the form of a range, aroots.whole number or to a stated accuracy.3.1.8 Generalisations are made based on the outcome ofexplorations.3.2 Cubes and cube3.2.1 Explain the meaning of cubes and perfect cubes.3.2.1 Explore the formation of cubes using various methodsroots3.2.2 Determine whether a number is a perfect cube.including the use of concrete materials.3.2.3 State the relationship between cubes and cube roots.3.2.2 Perfect cubes are 1, 8, 27, ...3.2.4 Determine the cube of a number with and without using3.2.3 Relationship is stated based on the outcome oftechnological tools.exploration.3.2.5 Determine the cube root of a number without using3.2.5 Limit to:technological tools.a) fractions when the numerators and denominators are3.2.6 Determine the cube root of a number using technologicalperfect cubes.tools.b) fractions that can be simplified such that the numerators3.2.7 Estimateand denominators are perfect cubes.(i) the cube of a number,c) decimals that can be written in the form of the cubes of(ii) the cube root of a number.other decimals.

3hour

3hour

4 hour

4 hour

3.2.8 Solve problems involving cubes and cube roots.

3.2.7 Discuss the ways to improve the estimation until the3.2.9 Perform computations involving addition, subtraction,best estimation is obtained; whether in the form of a range, amultiplication, division and the combination of these operationswhole number or to a stated accuracy.on squares, square roots, cubes and cube roots.PERFORMANCE STANDARDS1 Demonstrate the basic knowledge of squares, square roots, cubes and cube roots.2 Demonstrate the understanding of squares, square roots, cubes and cube roots.3 Apply the understanding of squares, square roots, cubes and cube roots to perform basic operations and the combinations of basic arithmetic operations.4 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of simple routine problem solving.5 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of complex routine problem solving.6 Apply appropriate knowledge and skills of squares, square roots, cubes and cube roots in the context of non-routine problem solving.

Peperiksaan Pertengahan Penggal

Cuti Pertengahan Penggal17.03.2017 25.03.2017

M11

LEARNING AREARELATIONSHIPAND ALGEBRA

4.1 Ratios

4. RATIOS,RATES ANDPROPORTIONSM12

4.1.1 Represent the relation between three quantities in the form

of a : b : c.4.1.2 Identify and determine the equivalent ratios in numerical,geometrical or daily situation contexts.4.1.3 Express ratios of two and three quantities in simplest form.

4.2.1 Determine the relationship between ratios and rates.

M12

4.3 ProportionsM134.4 Ratios, rates andproportions.

M14

2hour4.1.3 Including those involving fractions and decimals

4.2 Rates

M13

4.1.2 Examples of equivalent ratios in geometrical context:

4.3.1 Determine the relationship between ratios and proportions.

4.3.2 Determine an unknown value in a proportion.

Carry out exploratory activities.

Involve various situations such as speed, acceleration,pressure and density.Involve conversion of units.Rate is a special case of ratio that involves twomeasurements of different units.4.3.1 Carry out exploratory activities. Involve real-lifesituations.4.3.2 Use various methods including cross multiplicationand unitary method.4.4.1 Involve real-life situations.

4.4.1 Determine the ratio of three quantities, given two or more

ratios of two quantities.4.4.2 Determine the ratio or the related value given (i) the ratioof two quantities and the value of one quantity. (ii) the ratio ofthree quantities and the value of one quantity.4.4.3 Determine the value related to a rate.4.4.4 Solve problems involving ratios, rates and proportions,including making estimations.4.5 Relationship4.5.1 Determine the relationship between percentages and ratios.4.5.1 Carry out exploratory activities.between ratios, rates4.5.2 Determine the percentage of a quantity by applying the4.5.2 Involve various situations.and proportions withconcept of proportions.percentages, fractions4.5.3 Solve problems involving relationship between ratios, ratesand decimalsand proportions with percentages, fractions and decimals.PERFORMANCE STANDARDS1 Demonstrate the basic knowledge of ratios, rates and proportions.2 Demonstrate the understanding of ratios, rates and proportions.3 Apply the understanding of ratios, rates and proportions to perform simple tasks.4 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of simple routine problem solving.5 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of complex routine problem solving.

2hour

2hour

2hour

2hour

LEARNING AREARELATIONSHIPAND ALGEBRA5. ALGEBRAICEXPRESSIONSM15

M16

LEARNING AREARELATIONSHIPAND ALGEBRA6. LINEAREQUATIONSM17

M18

M19

M20

6 Apply appropriate knowledge and skills of ratios, rates and proportions in the context of nonroutine problem solving.5.1 Variables and5.1.1 Use letters to represent quantities with unknown values.5.1.1 Letters as variables. Involve real-life situations.algebraic expressionsHence, state whether the value of the variable varies or fixed,with justification.5.1.2 Derive algebraic expressions based on arithmeticexpressions that represent a situation.5.1.3 Determine the values of algebraic expressions given thevalues of variables and make connection with appropriatesituations.5.1.4 Identify the terms in an algebraic expression. Hence, statethe possible coefficients for the algebraic terms.5.1.5 Identify like and unlike terms.5.2 Algebraic5.2.1 Add and subtract two or more algebraic expressions.expressions involving5.2.2 Make generalisation about repeated multiplication of5.2.2 Correlate repeated multiplication with the power ofbasic arithmeticalgebraic expressions.two or more.operations5.2.3 Multiply and divide algebraic expressions with one term.PERFORMANCE STANDARDS1 Demonstrate the basic knowledge of variables and algebraic expressions.2 Demonstrate the understanding of variables and algebraic expressions. .3 Apply the understanding of algebraic expressions to perform simple tasks.6.1 Linear equations in6.1.1 Identify linear equations in one variable and describe the6.1.1 Carry out exploratory activities involving algebraicone variablecharacteristics of the equations.expressions and algebraic equations.6.1.2 Form linear equations in one variable based on a statementor a situation, and vice-versa.6.1.3 Solve linear equations in one variable.6.1.3 Use various methods such as trial and improvement,6.1.4 Solve problems involving linear equations in one variable.backtracking, and applying the understanding of equalityconcept.6.2 Linear equations in6.2.1 Identify linear equations in two variables and describe the6.2.1 State the general form of linear equations in twotwo variablescharacteristics of the equations.variables, which is ax + by = c.6.2.2 Form linear equations in two variables based on astatement or a situation, and vice-versa.6.2.3 Determine and explain possible solutions of linear6.2.4 Including cases of (x, y) when (i) x is fixed and yequations in two variables.varies, (ii) x varies and y is fixed. Involve all quadrants of6.2.4 Represent graphically the linear equations in two variables.the Cartesian system.6.3 Simultaneous linear6.3.1 Form simultaneous linear equations based on daily6.3.1 Use software to explore cases involving lines that are:equations in twosituations. Hence, represent graphically the simultaneous linear(i) Intersecting (unique solution) (ii) Parallel (no solution)variablesequations in two variables and explain the meaning of(iii) Overlapping (infinite solutions)simultaneous linear equations.6.3.2 Involve graphical and algebraic methods (substitution,6.3.2 Solve simultaneous linear equations in two variables usingelimination)various methods.6.3.3 Use technological tools to explore and check the6.3.3 Solve problems involving simultaneous linear equations inanswers.two variables.PERFORMANCE STANDARDS1 Demonstrate the basic knowledge of linear equations.2 Demonstrate the understanding of linear equations and simultaneous linear equations.3 Apply the understanding of the solution for linear equations and simultaneous linear equations.4 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of simple routine problem solving.5 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of complex routine problem solving.6 Apply appropriate knowledge and skills of linear equations and simultaneous linear equations in the context of non-routine problem solvingbukan rutin.

1 1<a bBasic arithmetic operations: when additions, subtractions,multiplications or divisions performed on both sides.7.2 Linear inequalitiesin one variableM22

LEARNING AREAMEASUREMENTAND GEOMETRY8. LINES ANDANGLESM23-M24

M25

7.2.1 Form linear inequalities based on daily life situations, and

vice-versa.7.2.2 Number lines can be used to solve problems.7.2.2 Solve problems involving linear inequalities in onevariable. 7.2.3 Solve simultaneous linear inequalities in onevariable.PERFORMANCE STANDARDS1 Demonstrate the basic knowledge of linear inequalities in one variable.2 Demonstrate the understanding of linear inequalities in one variable.3 Apply the understanding of linear inequalities in one variable to perform simple tasks.4 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of simple routine problem solving.5 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of complex routine problem solving.6 Apply appropriate knowledge and skills of linear inequalities in one variable in the context of nonroutine problem solving.8.1 Lines and angles8.1.1 Determine and explain the congruency of line segments8.1.4 Jalankan aktiviti penerokaan.and angles.8.1.2 Estimate and measure the size of line segments and angles,and explain how the estimation is obtained.8.1.3 Recognise, compare and explain the properties of angleson a straight line, reflex angles, and one whole turn angles.8.1.4 Describe the properties of complementary angles,supplementary angles and conjugate angles. Carry outexploratory activities.8.1.5 Solve problems involving complementary angles,supplementary angles and conjugate angles.8.1.6 Construct8.1.6 Use a) compasses and straight edge tool only, b) any(i) line segments,geometrical tools, c) geometry software for constructions.(ii) perpendicular bisectors of line segments,(iii) perpendicular line to a straight line,(iv) parallel lines and explain the rationale of construction steps.8.1.7 Construct angles and angle bisectors, and explain the8.1.7 Use the angle of 60 as the first example forrationale of construction steps.construction using compasses and straightedge tool only.8.2 Angles related to8.2.1 Identify, explain and draw vertically opposite angles andintersecting linesadjacent angles at intersecting lines, including perpendicularlines.

4hour

3hour

2hour

M26

LEARNING AREAMEASUREMENTAND GEOMETRY

8.2.2 Determine the values of angles related to intersecting lines,

given the values of other angles.8.2.3 Solve problems involving angles related to intersectinglines.8.3 Angles related to8.3.1 Recognise, explain and draw parallel lines andparallel lines andtransversals.transversals8.3.2 Recognise, explain and draw corresponding angles,alternate angles and interior angles.8.3.3 Determine whether two straight lines are parallel based onthe properties of angles related to transversals.8.3.4 Determine the values of angles related to parallel lines andtransversals, given the values of other angles.8.3.5 Recognise and represent angles of elevation and angles ofdepression in real-life situations.8.3.6 Include angles of elevation and angles of depression.8.3.6 Solve problems involving angles related to parallel linesand transversals.PERFORMANCE STANDARDS1 Demonstrate the basic knowledge of lines and angles.2 Demonstrate the understanding of lines and angles.3 Apply the understanding of lines and angles to perform simple tasks.4 Apply appropriate knowledge and skills of lines and angles in the context of simple routine problem solving.5 Apply appropriate knowledge and skills of lines and angles in the context of complex routine problem solving.6 Apply appropriate knowledge and skills of lines and angles in the context of non-routine problem solving9.1 Polygons9.1.1 State the relationship between the number of sides, vertices 9.1.1 Carry out exploratory activities.and diagonals of polygons.9.1.2 Draw polygons, label vertices of polygons and name thepolygons based on the labeled vertices.

9. BASICPOLYGONSM27

M28-M29

M30

9.2 Properties oftriangles and theinterior and exteriorangles of triangles

9.2.1 Recognise and list geometric properties of various types of

triangles. Hence classify triangles based on geometric properties.9.2.2 Make and verify conjectures about(i) the sum of interior angles,(ii) the sum of interior angle and adjacent exterior angle,(iii) the relation between exterior angle and the sum of theopposite interior angles of a triangle.9.2.3 Solve problems involving triangles9.3 Properties of9.3.1 1 Describe the geometric properties of various types ofquadrilaterals and thequadrilaterals. Hence classify quadrilaterals based on theinterior and exteriorgeometric propertiesangles of quadrilaterals9.3.2 Make and verify the conjectures about(i) the sum of interior angles of a quadrilateral,(ii) the sum of interior angle and adjacent exterior angle of aquadrilateral, and(iii) the relationship between the opposite angles in aparallelogram.9.3.3 Solve problems involving quadrilaterals. 9.3.4 Solveproblems involving the combinations of triangles andquadrilaterals..PERFORMANCE STANDARDS1 Demonstrate the basic knowledge of polygons.

9.2.1 Geometric properties include the number of axes of

symmetry. Involve various methods of exploration such asthe use of dynamic software.9.2.2 Use various methods including the use of dynamicsoftware.

9.3.1 Geometric properties include the number of axes of

symmetry.Involve various exploratory methods such as the use ofdynamic software.9.3.2 Use various methods including the use of dynamicsoftware.

3hour

2hour

2hour

2hour

2 Demonstrate the understanding of triangles and quadrilaterals.

3 Apply the understanding of lines and angles to perform simple tasks related to the interior and exterior angles of triangles and quadrilaterals.4 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of simple routine problem solving.5 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of complex routine problem solving.6 Apply appropriate knowledge and skills of triangles and quadrilaterals in the context of nonroutine problem solving.

Peperiksaan Pertengahan Penggal

Cuti Pertengahan Penggal25.08.2017 02.09.2017

M31

LEARNING AREAMEASUREMENTAND GEOMETRY

10.1 Perimeter

10. PERIMETERAND AREAM32

10.1.1 Determine the perimeter of various shapes when the side

lengths are given or need to be measured.10.1.2 Estimate the perimeter of various shapes, and thenevaluate the accuracy of estimation by comparing with themeasured value.10.1.3 Solve problems involving perimeter

10.1.1 Various shapes including those involving straight

lines and curves.

10.2 Area of triangles,

parallelograms, kitesand trapeziumsM33

M34

LEARNING AREADISCRETEMATHEMATICS11.INTRODUCTIONTO SETM35M35

10.2.1 Estimate the area of various shapes using various

10.2.1 Including the use of 1 unit 1 unit grid paper..methods.10.2.2 Carry out exploratory activities involving concrete10.2.2 Derive the formulae of the area of triangles,materials or the use of dynamic softwareparallelograms, kites and trapeziums based on the area ofrectangles.10.2.3 Solve problems involving areas of triangles,parallelograms, kites, trapeziums and the combinations of theseshapes.10.3 Relationship10.3.1 Make and verify the conjecture about the relationshipbetween perimeter andbetween perimeter and area.area10.3.2 Solve problems involving perimeter and area of triangles,rectangles, squares, parallelograms, kites, trapeziums and thecombinations of these shapes.PERFORMANCE STANDARDS1 Demonstrate the basic knowledge of perimeter.2 Demonstrate the understanding of perimeter and areas.3 Apply the understanding of perimeter and areas to perform simple tasks.4 Apply appropriate knowledge and skills of perimeter and areas in the context of simple routine problem solving.5 Apply appropriate knowledge and skills of perimeter and areas in the context of complex routine problem solving.6 Apply appropriate knowledge and skills of perimeter and areas in the context of non-routine problem solving.11.1 Set11.1.1 Explain the meaning of set.11.1.1 Carry out sorting and classifying activities including11.1.2 Describe sets using: (i) description, (ii) listing, and (iii)those involving real-life situations.set builder notation.11.1.2 Including empty set and its .symbols, { } and11.1.3 Identify whether an object is an element of a set andInvolve the use of set notation. Example of set builderrepresent the relation using symbol. .notation: A = {x: x 10, x is even number}11.1.4 Determine the number of elements of a set and represent11.1.3 Introduce the symbols and the number of elements using symbol.11.1.4 Introduce the symbol n(A).11.1.5 Compare and explain whether two or more sets are equaland hence, make generalisation about the equality of sets.11.2 Venn diagrams,11.2.1 Identify and describe universal sets and complement of aIntroduce the symbols for universal (), complement of a setuniversal sets,set.(A) set and subset ()complement of a set11.2.2 Representand subsets(i) the relation of a set and universal set, and(ii) complement of a set through Venn diagrams.11.2.3 Identify and describe the possible subsets of a set.11.2.4 Represent subsets using Venn diagrams.

2hour

2hour

2hour

2hour

2hour

11.2.5 Represent the relations between sets, subsets, universal

sets and complement of a set using Venn diagrams.PERFORMANCE STANDARDS1 Demonstrate the basic knowledge of sets.2 Demonstrate the understanding of sets.3 Apply the understanding of sets.12.1 Data collection,organization andrepresentation process,and interpretation ofdata representationLEARNING AREASTATISTICS ANDPROBABILITY12. DATAHANDLINGM36

LEARNING AREAMEASUREMENTAND GEOMETRY13. THEPYTHAGORASTHEOREMM37

M38

12.1.1 Generate statistical questions and collect relevant data.

12.1.1 Use statistical inquiry approach for this topic.12.1.2 Classify data as categorical or numerical and constructStatistical Inquiryfrequency tables.1. Posing / formulating real life problems12.1.3 Construct data representation for ungrouped data and2. Planning and collecting datajustify the appropriateness of a data representation. to construct3. Organising datadata representations.4. Displaying / representing data12.1.4 Convert a data representation to other suitable data5. Analysing data 6. Interpretation and conclusionrepresentations with justification.7. Communicating results12.1.5 Interpret various data representations including makingStatistical questions : questions that can be answered byinferences or predictions.collecting data and where there will be variability in that12.1.6 Discuss the importance of representing data ethically indata.order to avoid confusion.Involve real life situations.---------------------------------------------------------------------------Collect data using various methods such as interview,Notesurvey, experiment and observation.12.1.3 Data representation including various types of bar charts,12.1.2 Numerical data : discrete or continuouspie chart, line graph, dot plot and stemand-leaf plot.12.1.5 Involve histograms and frequency polygons.Use various methods including the use of softwarePERFORMANCE STANDARDS1 Demonstrate the basic knowledge of collecting, organizing and representing data.2 Demonstrate the understanding of collecting, organizing and representing data.3 Apply the understanding of data representations to construct data representations.4 Apply appropriate knowledge and skills of data representation and data interpretation in the context of simple routine problem solving.5 Apply appropriate knowledge and skills of data representation and data interpretation in the context of complex routine problem solving.6 Apply appropriate knowledge and skills of data representation and data interpretation in the context of non-routine problem solving.13.1 The Pythagoras13.1.1 Identify and define the hypotenuse of a rightangledTheoremtriangle.13.1.2 Determine the relationship between the sides of right13.1.2 Carry out exploratory activities by involving variousangled triangle. Hence, explain the Pythagoras Theorem bymethods including the use of dynamic software..referring to the relationship.13.1.3 Determine the length of the unknown side of13.1.3 Determine the length of sides by applying the(i) a right-angled triangle.Pythagoras Theorem.(ii) combined geometric shapes.13.1.4 Solve problems involving the Pythagoras Theorem.13.2 The converse of13.2.1 Determine whether a triangle is a right-angled trianglePythagoras Theoremand give justification based on the converse of the PythagorasTheorem.13.2.2 Solve problems involving the converse of the PythagorasTheorem.PERFORMANCE STANDARDS1 Demonstrate the basic knowledge of right-angled triangles.2 Demonstrate the understanding of the relation between the sides of right-angled triangles.3 Apply the understanding of the Pythagoras Theorem.4 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of simple routine problem solving.5 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of complex routine problem solving.6 Apply appropriate knowledge and skills of the Pythagoras Theorem in the context of non-routine problem solving.